Abstract Chapter 1 FIAE Katelin
This chapter mainly focused on introducing differential instruction and how it should be used in the classroom. It uses counter examples that people would say differential instruction is bad and then turns them into good things. We need differential instruction to be able to teach to a wide range of students, because students do not all learn the same way. The chapter also discussed how the students all need to be accepting that they all learn differently, so by giving students the tools they need to succeed, it is not equal, but it is fair. Students all need to know that they are all learners, learning different ways. All students could use a little help at one point or another. Synthesis
The majority of our class were interested in the examples the book gave us and they all seemed to be interested. For example, the student who had glasses and the student who didn't. By taking away that student's glasses, and telling them both to read, is unfair. Allowing students to have the tools they need to succeed is necessary. Many of people in our class said it seemed like this would be a great idea, but the big question is how do we adapt to all students correctly? We know the tools are necessary to help, but how do we do it? Many of us said that we need to challenge the students appropriately, but the problem is how do we do that with a big class and connect to every student. But in the end, we all know adapting to as many as we can is crucial. This can help all teachers give students who can't pay attention in class very well, or who need to hear instructions often, try to understand better.
In chapter one of Fair isn’t always equal, we get into how differentiation looks in the classroom and how teachers can incorporate it into their lessons. Differentiation is very important in the classroom setting. Without teachers are not allowing themselves to be the best they can be. It also limits the students and does not allow them to be the best they can be. Differentiation means understanding the needs and supports of students, and implementing these into to the classroom. By tailoring lessons to students needs it allows them to better understand the material and allows them to feel more comfortable in the classroom.
Differentiation does not mean giving students easy work so that they are guaranteed to get a good grade. It means understanding that every student is different and require different supports. It could be something as simple as explaining a concept a different way for a student, or allowing a student to get up and walk around while they work on a problem. Differentiation does not mean that the students are not being challenged, it means that they are being challenged appropriately for them. By doing this teachers are able to better help the student understand material that is needed while also preparing them for the next step in the education.
By allowing students to succeed by changing one idea that is easily changed, classrooms will be happier place for everyone involved. Teachers especially can breathe a sigh of relief when it comes engaging students in the classroom. Where teachers normally feel overwhelmed with how they will get students excited in the material, they now have a concrete way of helping achieve this.
Cheyenne
The first chapter details all of the different ways that differentiation is used in the classroom. It really opened my eyes to things I didn’t even consider differentiation, such as extending deadlines or rephrasing questions to make them more understandable. To me, these things just seemed like common courtesy that teachers should afford their students. I can’t even imagine a situation in which a teacher didn’t employ any kind of differentiation in classes, but it is so easy to see how that would lead to fast failure from even the brightest students. The chapter also goes over a variety of possible counterarguments people might have towards differentiation, making it clear that those who would say it’s making it easier for the kids, not helping them at all, and making it harder for them to succeed in higher grade levels and the working world clearly do not understand exactly what differentiation means. It isn’t a crutch in the negative sense of the word, but more an aide, something that will help these students to succeed where they would not without the help. It’s not something for them to lean on, but a tool for them to use to get better and to be able to stand alone on their own two feet. On top of that, it also gave a few examples of careers and real world situations in which people use differentiation. These examples are important for aspiring teachers to be aware of as well, so they don’t second guess their methods, wondering if they really are hindering their students in the future, which is something I might be prone to worry about.
Sarah
In this chapter the author introduces the idea that differentiated instruction is doing what is fair for students. He also brings up the point that is does not mean teachers are making learning easier for students but that it provides an appropriate challenge for students to thrive. The author talks about how people are concerned that when teachers do this they are making future not differentiated experiences more difficult for students. He addresses this by saying that when teachers differentiate, they give students the tools to handle whatever comes their way whether it is differentiated or not. I really liked that the author said “our goal as teachers is to be fair and developmental appropriate, not one-size-fits-all equal”. This statement confirmed what I believe teachers should be, fair. The goal he states is basically the title of the book. Fair isn't always equal. Most importantly, I feel, a teacher’s job is to be fair to all students. Equal comes with it because as a teacher you are giving each student an equal opportunity to succeed in your class. The concept of fair but equal will impact the way that I teach and the way I treat my students. Grading tests in a math class is a good example of this, some students may get more points off on a problem than other students when they originally made the same mistake. If a student calculates a number wrong but gets the problem correct for the number they calculated, they wouldn't get as many points off as a student who calculated the wrong number and got the problem wrong for the number they calculated.
Lydia
It is important to know what it means to be a differentiated teacher. As a differentiated teacher we have to decide what will work the best for each student and not assume that every child can do the same work in the same way. The example that was given in the book about taking glasses away from one student may seem fair to the other student to complete the same work, however the child with glasses needs those glasses to perform properly in a classroom setting. Being a differentiated teacher means determining when those students need a tool to help them and knowing whether others are ready to move on because they no longer need these tools. Being a differentiated teacher will affect the way I teach because I will be aware of resources that I must use in order to assist students in their learning experience. Though it may not seem equal to others that some students may need extra tools I must offer the help to every one so none of the students are left out. I must also find a balance between doing the work for the students and not helping them at all. Once I can determine a way that puts responsibility on both my students and myself then the students will feel proud and accomplished with their work and I will feel that I have accomplished something by giving them the proper support they need. As a teacher I need to be a helpful tool to the students but not one that they must rely on all of the time.
Cory
In general, this chapter talked about differentiated instruction; it explained many ways on how teachers teach and conduct their classrooms. It explained how some arrange their rooms, present materials, discipline, test, and whether or not there should be projects or lectures. All of these things seem to be something each teacher must decide when they enter the classroom. Right now, I honestly cannot say my exact teaching style and how I will test, discipline, and teach. I still have much to learn and have a lot of time to learn it. I will most likely learn new information and philosophies from now until graduation that will most likely change some of my current thoughts about teaching. I have always been rather moldable and open minded. But if I had to teach a class today, I would most likely form my classroom in a U shape we had our tables originally. Most of my classes will probably be discussion based because I find it is rather easy to work discussions into a social studies and history class. I want all my students to be able to easily see their classmates when they are talking to one and other. It also allows for better group work because students can sit on either side of the U and work together. My teaching style will most likely be rather lax; I don’t foresee myself being a totalitarian teacher. I want all of my students to feel comfortable asking me questions and talking in my class.
Dominick
The big theme in this chapter is differentiated instruction. This is related to many aspects of learning in the classroom. Differentiated instruction is used to get the main point across to students that all learn differently. A good teacher must adjust to the varying students learning strengths. Every student is different and for a teacher to make a connection with student through the material the student must be learning in a way that they can understand. The way teachers construct lesson plans, interpret material and make their assessments impact students in a huge way. Some students will struggle in these areas because of their natural learning habits. This is why teachers have to try and change their teaching styles. Every student understands things differently. This plays into a big concept that a lot of teachers must realize and that is how they actually teach. How do teacher teach? Every teacher is different and must adjust according to their students different learning styles. If teachers do not do this how will they be able to connect to students? The connection will be made with many, but not all and if all the students are not understanding what is going on then the teacher is not being affective. How can a student be expected to learn and understand an important concept when the teacher is not making a connection with them? The teacher must adhere to each students different learning techniques. With variation in the teacher’s teaching style more students will be more likely to understand the material.
Laura
This chapter was helpful because it answered a question that I had regarding differentiated instruction. While reading Integrating Differentiated Instruction and Understanding by Design, I began to wonder that if too much differentiation can actually make students too dependent on having others make amendments for them, therefore making their transition into the “real world” more difficult. Wormeli makes a strong argument against this possibility when he claims that by differentiating, teachers are really providing their students with the “appropriate challenge that enables [them] to thrive” (4). If students are faced with a teacher who does not provide differentiation, the greater the chances that they do not follow through and succeed because they will be more likely to give up when the teaching style does not meet their needs. I also agree that differentiation leads to student awareness in terms of their individual learning styles and that it encourages them to think about how they learn best. Once they have an understanding of this, they will be better equipped to make sure that they are getting the right kind of instruction later on in their schooling, thus making them independent enough to know what they need. Because of this, I will not try to hide differentiation from my students. In fact, I will encourage them to consider how everyone learns differently and I will be sure to emphasize how a variety of different learning styles is actually very beneficial in creating a dynamic classroom environment. That way, no one will feel like they need to be ashamed for “learning differently” and they will instead embrace it.
Rhi
A funny thing I read in this chapter was on the first page! It said, the teacher “stood next to you to keep your attention focused on the lesson” (p.1). That reminded me a lot of when I was in middle and high school because I was a bigger talker during classes and the teacher would stand next to me a lot while teaching the class. At the time, I kind of knew in the back of my mind that they were doing it because I was talking, but now reading it in this book really puts into perspective what they were doing. Students tend to listen or pay attention if they feel like the teacher is watching them or paying close attention to them during class. I know personally I would be looking at the board and taking notes when I felt as though the teacher wanted my attention and knew I was doing other things. Which brings me to a big topic about cellphones in the classroom. I’m sure we will discuss this later, but just thinking about it now and how to make sure your students aren’t looking at their phones during class is super important and helps tremendously with keeping them focused and on task. Also this chapter talks a lot about differentiated learning and how important it is to differentiate your classes. The biggest part for me was, “see[ing] classmates as being different points on the same journey, and differences from their own point on the journey are not seen as weak—just different” (p.4). This is so crucial to make sure that students feel comfortable being who they are and not worrying about being different. Everyone is different and that’s okay.
Katelin
What stood out to me in this chapter really was the fact that the book really sold their point that differential instruction is needed because it’s what fair for students. They used various examples to sell this point like the fact that if you take a kids glasses away and tell them to read the same thing as a kid that does not wear glasses, are you really being fair? The answer would be no. As teachers, we need to help the students with the tools that they need to be successful. It is not fair to act like every student is the same and make them all the complete every task the same way because they are not. My favorite was that students in a classroom need to understand the fact that they are all learners, and that it is okay for them to all learn a different way. The book said “they see classmates as being at different points on the same journey” and the differences were specifically seen to the students as not week, but just different (4). To make this environment in my classroom is very important to me. Another part that really stood out to be was the fact that giving students a “crutch” was okay, because like a regular crutch, it is helping students along the way, allowing students “to rise, be held accountable, and soar” (5). Giving a crutch isn’t a bad thing like some think it is because it is only helping, not completely doing the work. It is letting them have the tools they need to achieve success.
Shane
This chapter opens up with questions that drew me in and made me want to keep reading. I have subbed before and have some teaching experience, but I always wonder what is actually going through teacher’s heads and why they make the decisions that they make. How do they go about their ways for differentiated instruction without really calling it differentiated instruction? I always just thought they went up and did what they did, I didn’t know that it was a specific way. I always just though it was their job to teach so I guess most of my teachers were just good at what they did. I never realized that differentiated instruction could be anything from the how they assign work, or how you assign seats or arrange a classroom. Last year in Lances class we learned a lot of these different aspects to be a good teacher. My favorite example had to do with the glasses. If you take away a tool that students need to understand and get materials in life they aren’t going to do well. The tools we give students in learning is a game change. As a teacher how we approach different situations whether it is test, discipline, how we run our class all has to do with differentiated instruction and that is how our students are going to learn and remember us as teachers. Depending on how we do many of these and how were execute them is going to determine if kids enjoy our class or not.
Cooper
This chapter was mainly focused on differentiated instruction. Differentiated instruction can mean a lot of things but it is essentially the manner in which you provide different ways for students to succeed in your classroom. This can range from giving a student extra time on his or her homework to how you set up your classroom physically. The idea is essentially to make sure that all of your students with their own unique wide spectrums of understanding and needs are being addressed in some way. I think when we look concepts like this as students we begin to feel overwhelmed with the idea of trying assess and address all student’s needs, as that might sound idealistic. I think when dealing with concepts like this it is important that we don’t conflate ideals with expectations, that is to say while we are learning to address “all” needs we will never have a class where every need of every student is 100% met. The goal is to cast as wide of a net as possible in terms of instruction so that no student is left to struggle without any attempt to address that struggle by the teacher. This concept is something that I would hope would be common sense for us before we ever decided to becoming education majors but is of obvious importance nonetheless. If we have a rigid unadaptable model as teachers not only are we likely to lose our jobs (if we could even get one), we would be reaching a very narrow concentration of students. Differentiated instruction helps us to avoid alienating students which would have the potential to reinforce student’s feelings of inadequacy and/or engagement with the material.
Abstract Chapter 1 FIAE
Katelin
This chapter mainly focused on introducing differential instruction and how it should be used in the classroom. It uses counter examples that people would say differential instruction is bad and then turns them into good things. We need differential instruction to be able to teach to a wide range of students, because students do not all learn the same way. The chapter also discussed how the students all need to be accepting that they all learn differently, so by giving students the tools they need to succeed, it is not equal, but it is fair. Students all need to know that they are all learners, learning different ways. All students could use a little help at one point or another.
Synthesis
The majority of our class were interested in the examples the book gave us and they all seemed to be interested. For example, the student who had glasses and the student who didn't. By taking away that student's glasses, and telling them both to read, is unfair. Allowing students to have the tools they need to succeed is necessary. Many of people in our class said it seemed like this would be a great idea, but the big question is how do we adapt to all students correctly? We know the tools are necessary to help, but how do we do it? Many of us said that we need to challenge the students appropriately, but the problem is how do we do that with a big class and connect to every student. But in the end, we all know adapting to as many as we can is crucial. This can help all teachers give students who can't pay attention in class very well, or who need to hear instructions often, try to understand better.
Table of Contents
Sara
In chapter one of Fair isn’t always equal, we get into how differentiation looks in the classroom and how teachers can incorporate it into their lessons. Differentiation is very important in the classroom setting. Without teachers are not allowing themselves to be the best they can be. It also limits the students and does not allow them to be the best they can be. Differentiation means understanding the needs and supports of students, and implementing these into to the classroom. By tailoring lessons to students needs it allows them to better understand the material and allows them to feel more comfortable in the classroom.Differentiation does not mean giving students easy work so that they are guaranteed to get a good grade. It means understanding that every student is different and require different supports. It could be something as simple as explaining a concept a different way for a student, or allowing a student to get up and walk around while they work on a problem. Differentiation does not mean that the students are not being challenged, it means that they are being challenged appropriately for them. By doing this teachers are able to better help the student understand material that is needed while also preparing them for the next step in the education.
By allowing students to succeed by changing one idea that is easily changed, classrooms will be happier place for everyone involved. Teachers especially can breathe a sigh of relief when it comes engaging students in the classroom. Where teachers normally feel overwhelmed with how they will get students excited in the material, they now have a concrete way of helping achieve this.
Cheyenne
The first chapter details all of the different ways that differentiation is used in the classroom. It really opened my eyes to things I didn’t even consider differentiation, such as extending deadlines or rephrasing questions to make them more understandable. To me, these things just seemed like common courtesy that teachers should afford their students. I can’t even imagine a situation in which a teacher didn’t employ any kind of differentiation in classes, but it is so easy to see how that would lead to fast failure from even the brightest students. The chapter also goes over a variety of possible counterarguments people might have towards differentiation, making it clear that those who would say it’s making it easier for the kids, not helping them at all, and making it harder for them to succeed in higher grade levels and the working world clearly do not understand exactly what differentiation means. It isn’t a crutch in the negative sense of the word, but more an aide, something that will help these students to succeed where they would not without the help. It’s not something for them to lean on, but a tool for them to use to get better and to be able to stand alone on their own two feet. On top of that, it also gave a few examples of careers and real world situations in which people use differentiation. These examples are important for aspiring teachers to be aware of as well, so they don’t second guess their methods, wondering if they really are hindering their students in the future, which is something I might be prone to worry about.
Sarah
In this chapter the author introduces the idea that differentiated instruction is doing what is fair for students. He also brings up the point that is does not mean teachers are making learning easier for students but that it provides an appropriate challenge for students to thrive. The author talks about how people are concerned that when teachers do this they are making future not differentiated experiences more difficult for students. He addresses this by saying that when teachers differentiate, they give students the tools to handle whatever comes their way whether it is differentiated or not. I really liked that the author said “our goal as teachers is to be fair and developmental appropriate, not one-size-fits-all equal”. This statement confirmed what I believe teachers should be, fair. The goal he states is basically the title of the book. Fair isn't always equal. Most importantly, I feel, a teacher’s job is to be fair to all students. Equal comes with it because as a teacher you are giving each student an equal opportunity to succeed in your class. The concept of fair but equal will impact the way that I teach and the way I treat my students. Grading tests in a math class is a good example of this, some students may get more points off on a problem than other students when they originally made the same mistake. If a student calculates a number wrong but gets the problem correct for the number they calculated, they wouldn't get as many points off as a student who calculated the wrong number and got the problem wrong for the number they calculated.Lydia
It is important to know what it means to be a differentiated teacher. As a differentiated teacher we have to decide what will work the best for each student and not assume that every child can do the same work in the same way. The example that was given in the book about taking glasses away from one student may seem fair to the other student to complete the same work, however the child with glasses needs those glasses to perform properly in a classroom setting. Being a differentiated teacher means determining when those students need a tool to help them and knowing whether others are ready to move on because they no longer need these tools.Being a differentiated teacher will affect the way I teach because I will be aware of resources that I must use in order to assist students in their learning experience. Though it may not seem equal to others that some students may need extra tools I must offer the help to every one so none of the students are left out. I must also find a balance between doing the work for the students and not helping them at all. Once I can determine a way that puts responsibility on both my students and myself then the students will feel proud and accomplished with their work and I will feel that I have accomplished something by giving them the proper support they need. As a teacher I need to be a helpful tool to the students but not one that they must rely on all of the time.
Cory
In general, this chapter talked about differentiated instruction; it explained many ways on how teachers teach and conduct their classrooms. It explained how some arrange their rooms, present materials, discipline, test, and whether or not there should be projects or lectures. All of these things seem to be something each teacher must decide when they enter the classroom. Right now, I honestly cannot say my exact teaching style and how I will test, discipline, and teach. I still have much to learn and have a lot of time to learn it. I will most likely learn new information and philosophies from now until graduation that will most likely change some of my current thoughts about teaching. I have always been rather moldable and open minded. But if I had to teach a class today, I would most likely form my classroom in a U shape we had our tables originally. Most of my classes will probably be discussion based because I find it is rather easy to work discussions into a social studies and history class. I want all my students to be able to easily see their classmates when they are talking to one and other. It also allows for better group work because students can sit on either side of the U and work together. My teaching style will most likely be rather lax; I don’t foresee myself being a totalitarian teacher. I want all of my students to feel comfortable asking me questions and talking in my class.Dominick
The big theme in this chapter is differentiated instruction. This is related to many aspects of learning in the classroom. Differentiated instruction is used to get the main point across to students that all learn differently. A good teacher must adjust to the varying students learning strengths. Every student is different and for a teacher to make a connection with student through the material the student must be learning in a way that they can understand. The way teachers construct lesson plans, interpret material and make their assessments impact students in a huge way. Some students will struggle in these areas because of their natural learning habits. This is why teachers have to try and change their teaching styles. Every student understands things differently. This plays into a big concept that a lot of teachers must realize and that is how they actually teach. How do teacher teach? Every teacher is different and must adjust according to their students different learning styles. If teachers do not do this how will they be able to connect to students? The connection will be made with many, but not all and if all the students are not understanding what is going on then the teacher is not being affective. How can a student be expected to learn and understand an important concept when the teacher is not making a connection with them? The teacher must adhere to each students different learning techniques. With variation in the teacher’s teaching style more students will be more likely to understand the material.Laura
This chapter was helpful because it answered a question that I had regarding differentiated instruction. While reading Integrating Differentiated Instruction and Understanding by Design, I began to wonder that if too much differentiation can actually make students too dependent on having others make amendments for them, therefore making their transition into the “real world” more difficult. Wormeli makes a strong argument against this possibility when he claims that by differentiating, teachers are really providing their students with the “appropriate challenge that enables [them] to thrive” (4). If students are faced with a teacher who does not provide differentiation, the greater the chances that they do not follow through and succeed because they will be more likely to give up when the teaching style does not meet their needs. I also agree that differentiation leads to student awareness in terms of their individual learning styles and that it encourages them to think about how they learn best. Once they have an understanding of this, they will be better equipped to make sure that they are getting the right kind of instruction later on in their schooling, thus making them independent enough to know what they need. Because of this, I will not try to hide differentiation from my students. In fact, I will encourage them to consider how everyone learns differently and I will be sure to emphasize how a variety of different learning styles is actually very beneficial in creating a dynamic classroom environment. That way, no one will feel like they need to be ashamed for “learning differently” and they will instead embrace it.Rhi
A funny thing I read in this chapter was on the first page! It said, the teacher “stood next to you to keep your attention focused on the lesson” (p.1). That reminded me a lot of when I was in middle and high school because I was a bigger talker during classes and the teacher would stand next to me a lot while teaching the class. At the time, I kind of knew in the back of my mind that they were doing it because I was talking, but now reading it in this book really puts into perspective what they were doing. Students tend to listen or pay attention if they feel like the teacher is watching them or paying close attention to them during class. I know personally I would be looking at the board and taking notes when I felt as though the teacher wanted my attention and knew I was doing other things. Which brings me to a big topic about cellphones in the classroom. I’m sure we will discuss this later, but just thinking about it now and how to make sure your students aren’t looking at their phones during class is super important and helps tremendously with keeping them focused and on task. Also this chapter talks a lot about differentiated learning and how important it is to differentiate your classes. The biggest part for me was, “see[ing] classmates as being different points on the same journey, and differences from their own point on the journey are not seen as weak—just different” (p.4). This is so crucial to make sure that students feel comfortable being who they are and not worrying about being different. Everyone is different and that’s okay.
Katelin
What stood out to me in this chapter really was the fact that the book really sold their point that differential instruction is needed because it’s what fair for students. They used various examples to sell this point like the fact that if you take a kids glasses away and tell them to read the same thing as a kid that does not wear glasses, are you really being fair? The answer would be no. As teachers, we need to help the students with the tools that they need to be successful. It is not fair to act like every student is the same and make them all the complete every task the same way because they are not. My favorite was that students in a classroom need to understand the fact that they are all learners, and that it is okay for them to all learn a different way. The book said “they see classmates as being at different points on the same journey” and the differences were specifically seen to the students as not week, but just different (4). To make this environment in my classroom is very important to me. Another part that really stood out to be was the fact that giving students a “crutch” was okay, because like a regular crutch, it is helping students along the way, allowing students “to rise, be held accountable, and soar” (5). Giving a crutch isn’t a bad thing like some think it is because it is only helping, not completely doing the work. It is letting them have the tools they need to achieve success.
Shane
This chapter opens up with questions that drew me in and made me want to keep reading. I have subbed before and have some teaching experience, but I always wonder what is actually going through teacher’s heads and why they make the decisions that they make. How do they go about their ways for differentiated instruction without really calling it differentiated instruction? I always just thought they went up and did what they did, I didn’t know that it was a specific way. I always just though it was their job to teach so I guess most of my teachers were just good at what they did. I never realized that differentiated instruction could be anything from the how they assign work, or how you assign seats or arrange a classroom. Last year in Lances class we learned a lot of these different aspects to be a good teacher. My favorite example had to do with the glasses. If you take away a tool that students need to understand and get materials in life they aren’t going to do well. The tools we give students in learning is a game change. As a teacher how we approach different situations whether it is test, discipline, how we run our class all has to do with differentiated instruction and that is how our students are going to learn and remember us as teachers. Depending on how we do many of these and how were execute them is going to determine if kids enjoy our class or not.Cooper
This chapter was mainly focused on differentiated instruction. Differentiated instruction can mean a lot of things but it is essentially the manner in which you provide different ways for students to succeed in your classroom. This can range from giving a student extra time on his or her homework to how you set up your classroom physically. The idea is essentially to make sure that all of your students with their own unique wide spectrums of understanding and needs are being addressed in some way. I think when we look concepts like this as students we begin to feel overwhelmed with the idea of trying assess and address all student’s needs, as that might sound idealistic. I think when dealing with concepts like this it is important that we don’t conflate ideals with expectations, that is to say while we are learning to address “all” needs we will never have a class where every need of every student is 100% met. The goal is to cast as wide of a net as possible in terms of instruction so that no student is left to struggle without any attempt to address that struggle by the teacher. This concept is something that I would hope would be common sense for us before we ever decided to becoming education majors but is of obvious importance nonetheless. If we have a rigid unadaptable model as teachers not only are we likely to lose our jobs (if we could even get one), we would be reaching a very narrow concentration of students. Differentiated instruction helps us to avoid alienating students which would have the potential to reinforce student’s feelings of inadequacy and/or engagement with the material.